MODULE 2

Special Education Programs and Services

Learning Activities
Activity 1. Enumerate the different services offered in the country and
elaborate its best feature, then name a few schools that implement the said
program. Which do you think is the best and effective service for children
with special needs that would develop them and become productive citizen of
the nation?
 Special Education Center – its best feature is, it is a service delivery
system which operates on the “school within a school” concept.
 Special Class or Self-Contained Class – the best feature of this is,
it is the most popular type among the special education programs.
 Integration and Mainstreaming Programs – its best feature is
that it allows the children and youth with disabilities to study in regular
classes and learn side by side with their peers (Division of Manila City
Schools).
 Special Day School – it serves one or more types of disabilities
(Southeast Asian Institute for the Deaf (SAID) and St. John Maria
Vianney Special School for the Mentally Retarded in Quezon City).
 Residential School – it provides both special education and
dormitory services for its students (The School for the Deaf and the
Philippine National School for the Blind in Pasay City and the Elsie
Gaches Village School for Children with Mental Retardation in Alabang).

For me, it would be the Integration and Mainstreaming Program because with
this program the children with disabilities will be challenge and will receive
the same curricula content as their non-disabled peers and it provides a
natural, real-world environment.
Activity 2. Discuss comprehensively the features of the inclusive education
and cite example or situation in the classroom for each feature.

 Implementing and maintaining warm and accepting classroom

communities that embrace and respect diversity or
differences. Teachers and students take active steps to understand
individual differences and create an atmosphere of respect. Example of
this is, when all students belong and are members of the general
education classroom even with their differences. They are known by
their names and unique personalities and strengths—not by numbers
or scores.
 Inclusion implements a multilevel, multimodality curriculum.
This means that special needs students follow an adopted curriculum
and use special devices and materials to learn at a suitable
pace. Examples of this is, when teacher addresses one primary
objective or concept to the class while allowing for varying outcomes
for an individual student or small group of students. Thus, while the
majority of students achieve the objective of the lesson, some may
achieve either more challenging objectives or less challenging (but
highly relevant) learner objectives at the same time.
 Inclusion prepares regular teachers and special education
teachers to reach interactively. The classroom model where one
teacher teaches an entire group of children single-handedly is being
replaced by structures where students work together, teach one
another and participate actively in class activities. Students tend to
learn with and from each other rather than compete with each other.
Example, all children are participating in class even though with their
differences.
 Inclusion provides continuous support for teachers to break
down barriers of professional isolation. The hallmarks of inclusive
education are co-teaching, team teaching, collaboration and
consultation and other ways of assessing skills and knowledge learned
 by all the students. Example, accepting, understanding, and attending
to student differences and diversity in class.

Activity 3. Name the different support services for the children with special
needs and its corresponding functions. Based on your observations which of
the support services are existing in the implementation of special education?
How will you address the issues on the support services in the country?

 clinical psychologist, school psychologist, psychometrician for

psychological testing
 medical doctor, dentist for general check-up of all children
 ophthalmologist for all children especially those with blindness and low-
vision
 otologist or otolaryngologist for all children especially those with
hearing loss, deafness, language and speech disorders
 neurologist child psychiatrist for children with mental retardation,
learning disabilities and emotional-behavioral disorder
 speech therapist for all children with language and speech problem
 physical and occupational therapist for all children especially those with
physical disabilities
 interpreter for the deaf who communicates verbal activities to deaf
children through speech reading, sign language and gestures
 orientation and mobility instructor who teaches independent travel
techniques to blind children
 for blind students: braille slate and stylus, braille books, braille watch,
braille ruler and tape measure, braille calculator, arithmetic slate,
computer with voice synthesizer, embossed materials, manipulative
materials, talking books, tape recorder, braille paper
 for low vision students: large print books, large print typewriter,
magnifying lenses, Grade I lined paper
 for deaf students: individual hearing aid, sign language book, speech
kit, wall mirror, speech trainer, group hearing aid
  for children with mental retardation: teacher-made materials specific to
the Individualized Education Plan (IEP) on the functional curriculum
and adaptive behavior skills
 for children with physical disabilities: mobility device such as
wheelchair, braces and splints, adjustable desk, table and chair,
communication aid for clear speech, adapted computer system

Based on my observations all of the support services are existing in the

implementation of special education. In order for me to address the issues
in the support services I will make some recommendations and analyze
the issues and I will direct it to the highest authority.

Application. Revisit virtually the special class you went earlier. Find out from
the teacher how inclusive education is implemented. Write your impressions
about this type of special education service delivery mode.

 Well, the inclusive education for PWD’s are taken by students who can
focus and behave on class, they refer to progressing SPED students.
Many gifted children are taking the inclusive education. Average to
high functioning students are also qualified to join, depends on the
recommendation of a doctor/specialist if the student is ready or
capable to survive in inclusive education. If the students still needs OT,
he/she will have a shadow teacher or may be transferred, depends on
the students function level if low. It only depends upon.

Evaluation
1. What is the meaning of prevalence? What is the prevalence of children with
special needs based on:

 Prevalence refers to the total number of cases of a particular

condition. The two types of prevalence are Identifiable
prevalence and True prevalence.
a. the World Health Organization’s estimate?
 The 1997 World Health Organization (WHO) has a universal
estimate of the prevalence of children with special needs at
10% with disabilities and 2% with giftedness and talent.
In 2011 WHO reported, around 15% of the world's population,
or estimated 1 billion people, live with disabilities. They are the
world's largest minority.
In 2011 WHO reported, countries with life expectancies over 70
years, individuals spend on average about 8 years, or 11.5% of
their life span, living with disabilities.
In 2011 WHO reported, 80% of persons with disabilities live in
developing countries, according to the UN Development
Program.
In September 2015, World Bank estimated One billion people, or
15 percent of the world’s population, experience some form of
disability, and disability prevalence is higher for developing
countries. One-fifth of the estimated global total, or between
110 million and 190 million people, experience significant
disabilities. Also, the World Bank estimates that 20 per cent of
the world's poorest people have some kind of disability, and
tend to be regarded in their own communities as the most
disadvantaged.

b. the UNICEF’s estimate?

 The 1997 UNICEF report on the Situation Analysis of Children and
Women in the Philippines indicates that the mean percentage of
persons with some types of disabilities is 13.4 per one thousand
population. This means that 134 out of 1,000 persons have certain
disabilities. For every millions of population, 10,720 have certain
disabilities.
 The 2013 UNICEF reports that the Philippines census data indicated that
there were 201,896 reported Children with Disability (CWDs) in 2002, with
about 2.9 % of the Filipino population with some form of disability. With the
country’s 100.1 million population reported by Banko Sentral ng Pilipinas as of
2014, 2,929,000 Filipino population are estimated to have some form of
disability.
 50% Vision-related disabilities recorded highes
 14% motor-related
 14% mental
 13% hearing
 9% other cases

2. Based on the number of Filipino children with special needs who are in
special education program, how many are out-of-school? What do the
numbers mean to you?
 In HB No. 1565 introduced by Rep. Eulogio “Amang” R. Magsaysay, the
DepEd’s lates estimate on Children with Special Needs (CSN’s) in the
Philippines are now 5.49 million or 13% of the total children
population. Of this number, an estimated 4.2 million were Persons with
Disabilities (PWD’s) while 1.27 million were gifted.
Public School Enrollment in 2012:
Elementary: 200,000 (90,000 gifted) students
High school: 8, 443 students
It means that 97% or majority of children with disabilities are not
reached by the public school system, majority of children with disabilities are
either not enrolled or enrolled in private schools.
3. Fill in the matrix to illustrate the salient features, similarities and
differences among the types of special education services.
Type of SpEd Services
Special Education Center
Special Class or Self-Contained Class
Integration and Mainstreaming
Program
Special Day School
The Residential School
Salient Features, Similarities and
Differences
Is a service delivery system which
operates on the “school within a
school” concept. The SPED Center
functions as the base for the special
education programs in a school.
Is the most popular type among the
special education programs. A special
class is composed of pupils with the
same exceptionality or disability.
It allowed children and Youth with
disabilities to study in regular classes
and learn side by side with their peers
for the last forty years.
It serves as one or more types of
disabilities. The special education
classes are taught by trained teachers
Provides both special education and
dormitory services for its students.
Complementing the curricular
programs are houseparent services,
diagnostic services, guidance and
counseling, recreation and social
activities.